Organisation: Department of Education NSW
Job Title: Principal
Location: NSW
High level educational leadership with the skills to lead and manage a complex public school, focused on the delivery of high quality education
A school leader’s role is to ensure the effective delivery of curriculum to students through strategic planning,
supervision and monitoring. I am expert in the delivery of a high standard of education to both students and staff.
This leadership has allowed my staff to develop necessary skills that have ensured their classrooms are
stimulating, exciting and vibrant places for all students to learn in. It has also allowed my staff to lead other staff,
both across the LMG and in other schools, demonstrating strategies that improve the education of students
across our public system. I have demonstrated this leadership during my career at the classroom teacher level,
the executive level and as the Principal of different schools.
At the commencement of my appointment at Teralba Public School, I consulted and listened to the school
community and could see a need to undertake changes to the school culture. My approach was to ensure open
conversations with all stakeholders, serious situational and system analyses and important decision making
regarding the direction of the school. This approach allowed me to understand what the community wanted out
of the school, what I needed to do to improve the delivery of education in order to maximise student outcomes,
and how to encourage my staff to use their current skills, whilst continuing to develop and increase their capacity.
Outcomes
My ability to listen, demonstrate leadership through change and focus on delivery of quality education
has resulted in the implementation of widespread cultural change in the school, focusing on the
educational needs, high expectations and outcomes of each student. In addition, I have implemented
improved systems that support staff in their professional development, classroom management and
work-life balance as well as improved the knowledge of individual students and their needs with an
emphasis on differential learning techniques, catering for those needs. The school has also seen the
improved delivery of KLAs with an increase in student expectations.
Also within this role, I have shown leadership in the writing of a school values statement, developed in
consultation with the students, the staff and the community, utilising the principles of PBL (Positive
Behaviour for Learning). This shared vision has allowed for improved communication throughout the
school, improved understanding between all stakeholders and a better ‘feel’ to the school. Achievement
of this change has required strong communication with staff as well as between the school and the
community.
My educational leadership has also translated into my active participation in local business forums in the
community, discussing issues affecting my students and how businesses can contribute to improve their safety
and well-being in their community. I have been highly visible in the community both during school hours and out
of school hours, exemplifying my passion for the school and the community.
Outcomes
Teralba PS has shown a steady increase in school enrolment reversing a long term trend, including the
re-enrolling of previous students. Kindergarten enrolments, since 2009 have increased by 100%, with
parents feeling more confident and happy with our school and the programs we offer. The school values
statement has allowed for all staff to use similar language across the school when addressing students.
This similar language has improved continuity between all classes and improved student welfare, thus
improving student time in class.
During my Principal role at Teralba, I have effectively recognised the strengths of my leadership style as well as
the strengths of my staff. My mentoring of new scheme teachers has achieved higher learning outcomes for all
students and staff, and I have established suitable mentors for others that will be of most benefit to them.
Currently completing my Master in Educational Leadership and Management has allowed me to direct my staff
using current research and data, to improve student outcomes as well as set personal professional development
goals.
Ability to lead and manage rigorous and inclusive whole school teaching and learning programs
Improvement in student outcomes is the core business of schools and as an effective leader I ensure continuous
improvement for all students and staff. Student outcomes will improve if the school Principal is passionate about
education and has established good quality educational programs, trained and developed staff and has regularly
reviewed and adjusted the programs in order to suit the differing needs of both students and staff.
During my tenure as Principal at Teralba Public School, I have developed specific programs that target the
individual needs of different student groups, including: gifted and talented students, IM students and students
with low and high level disabilities. These programs are sustainable with current staff allocation, as well as
expandable with added support staff and extra funding. Alongside these programs is an embedded strong
reporting and adjusting program enabling staff to assess its effectiveness and adjust the program to suit any
changes in the school.
As a whole school we believed that student outcomes would improve if student behaviours and respect
improved, which resulted in the inception of the Positive Behaviour for Learning (PBL) program. Following
research into PBL, I decided to implement the program to increase work productivity and output of students.
Since the initial inception, my staff and I conducted a rigorous study of student output and behaviours in which
we concluded that there was not a significant improvement. On further investigation, we discovered that the
staff that had not received training yet did not understand the effectiveness of PBL, so we adjusted the program
and pursued further training and development for all staff members. Following this, we attained a significant
improvement in student outcomes and engagement.
In conjunction with the whole school literacy program, a more efficient and effective reading and writing initiative
has been implemented at Teralba, including the purchase of new literacy programs, such as Multi-Lit, the use of
regional LAS support as well as the implementation of the Focus on Reading program. I have allocated funds to,
and coordinated the L3 program across the school whilst empowering staff to train other staff members in order
to improve consistency in literacy across the whole school.
Outcomes
Students in all stages are producing higher quantity and quality work with more key indicators reached in
all reading sessions. All students in the K-2 have shown a greater increase in their reading levels, attaining
end of year required reading levels, by the end of term 3 (2013) with students on track to achieve the
same this year. We have seen improvement in Kindergarten end of year reading levels, moving from level
7 in 2011 (average) to level 8 (average) in 2014 (PM Benchmark). The average growth for reading in the
2012 NAPLAN for students in year 5 was 145.4. (83.1 points above State average growth).
It had become clear that there was a high priority need within Teralba PS for an explicit and easy to follow scope
and sequence. Having extensive knowledge of the curriculum, I work with other staff members to ensure all
mandatory content is covered in a systematic and logical progression. This has been done through the TARS and
EARS process, SDD’s and staff and communication meetings. This process ensures that students are engaged,
challenged and monitored regularly in order to tailor the programs according to need. My Instructional Leader
has personalised the professional development of staff members and I have held staff development afternoons at
my school and other local schools.
Outcomes
From 2011 to 2013 my school has enjoyed above average growth (more than 65%) of students in all areas
of the NAPLAN with improvement of 31.7 points higher than State average in Numeracy (2012). All
students at Teralba P.S have attained minimum reading standards in grades K-3 and Teralba P.S now has
an appropriate scope and sequence developed by current staff, that ensures all students are being taught
content relevant to their specific stage and needs as prescribed by the BOSTES, following principles
outlined in the quality teaching framework. All K-3 staff at Teralba P.S use L3 (Language, Learning and
Literacy) with all students attaining L3 set goals.
I have worked closely with my staff to implement a whole school numeracy assessment and numeracy homework
plan, with improved reporting on specific outcomes. This numeracy assessment utilises the new syllabus and
reporting objectives and I have used equity funding to develop small numeracy groups whilst creating more
consistency in staffing for the Kindergarten and Year 1 classes. This not only improved numeracy scores in the
school but also created consistency in the classroom for all students and thus improved the whole school
environment.
Outcomes
Average school numeracy results have improved 1 band since 2009 to 2013. In 2009 school average was
band 3 now it is band 4 in numeracy. Students have a better understanding of maths and mathematical
concepts with more K-1 students progressing further in SENA maths tests in 2013 (semester 2 testing). All
students participate in stage and level appropriate lessons.
High level communication and interpersonal skills with the capacity to build positive relationships and engage
all levels of the school and educational community
Effective communication is the basis of collaborative leadership and community participation. I clearly articulate
issues and proposals, discuss options and communicate decisions utilising the principles of the Local Schools Local
Decisions mandate. With active listening skills and work hard to build respect, trust and good relationships within
the school, the wider community and with other local schools, I have a friendly non-threatening demeanour
which allows parents, staff members and other Principals the opportunity to communicate openly and honestly
with me. I have always demonstrated to the communities I have the best interest of their children at heart.
At school community level, the provision of special interest groups for students including gardening, art, comics
and cooking has fostered an attitude of inclusivity, and the involvement of their parents has further strengthened
this attitude. I have developed programs that cater for the diversity of the students in my school, focusing on the
individual needs of different cultural groups, including Aboriginal, NES and students from lower socio-economic
backgrounds as well as gifted and talented students.
Within the local community, I have fostered and maintained a strong connection with a group where our students
volunteer weekly in their own time to play games, cook and craft with elderly people with disabilities. This
community group and the positive relationships formed with the school now sees the group take part in all
special activities in the school including Easter hat parade, Book Week and Christmas celebrations.
Outcomes
These programs have improved engagement of students in class, with better student performances
increased attendance averages over the past 5 years, especially in Aboriginal families with lower than
average attendance and fostered greater parent and community involvement with a more individualised
learning program accessible to a greater number of students. We have also seen greater parental
participation in P&C, classroom activities and other special days.
I have used my relationship building skills to improve student participation in activities that would challenge and
help them to develop as an individual and as a member of a greater community. This assistance has included
helping students host community BBQs, working bees and community gardening projects as well as organisation
of Christmas Hamper drives, giving hampers to local elderly people. A variety of inter-school excursions and
camps to enable different students from five schools the opportunity to share experiences that would otherwise
not be available have also been initiated.
Outcomes
Improved communication between the students and staff has, in turn, reduced behaviour issues and
improved learning outcomes. Students have a greater sense of ‘being’ and ‘pride’ in what they do, due to
the improvement in skill set for individual students, fostering a smaller focus on self and a greater focus
on others.
As a new Principal at Teralba Public School I consulted with the school community, staff and students to
understand and establish the many positive aspects of the school as well as find out areas of concern that needed
to be addressed. This consultation took place at various forums, school P&C meetings, school open days,
community BBQs and general conversations in the playground. I felt it vital to understand the strengths and fears
of the school community in order to plan the necessary actions that could lead to significant change. I
communicated effectively to the staff, students and the community about the significant change we were
undertaking, understanding the trepidation that some parties would face because of change. This open and
honest communication alleviated many fears and doubts that all interested parties had about change.
Outcomes
We have seen an increase of 26% in parent confidence in the school leadership (parent survey 2013) as
well as increased kindergarten enrolment over the past 5 years by 100%.
Ability to lead and manage the development and performance of staff to improve teaching and learning
One of the strengths that I bring to the Principal position, is the ability to support and inspire excellence in
teaching. I am passionate about teaching and the lives that I inspire through my leadership. This shows in the
improved attendance of all students at my school and in the higher outcomes that the students have achieved
since I have been Principal. I have also developed plans and helped my staff achieve professional goals,
supporting them in their diverse areas of expertise and interest.
Having developed a rigorous TARS (Teacher Assessment and Review Schedule) and EARS (Executive Assessment
and Review Schedule) schedule to cater for the professional needs of the staff, I understand the direction that the
school must take in order to maximise the learning outcomes of the students. This TARS and EARS schedule
includes the use of an Instructional Leader to develop and run staff development and training, to facilitate LMG
(Local Management Group) development and training as well as community training. As part of the TARS and
EARS schedule, staff set goals for themselves, their students and the school. These goals are reviewed regularly,
both formally and informally, monitoring the progress they have undertaken. Team mentoring is also an essential
part of the TARS and EARS process with all staff linked with a mentor. As part of the TARS and EARS schedule I
facilitate opportunities for staff to train other staff members, such as with the implementation of the new
Australian Mathematics curriculum. My staff undertook a rigorous study of the document and resources
allocated, as well as the current mathematics scope and sequence. Staff then met with and guided other
members of staff and staff from two local small schools, sharing the resources we developed and setting
appropriate goals that led to a better, more coherent transition to High School.
Outcomes
All staff are aware and regularly discuss the school goals, with a particular focus on how each staff
member will contribute to achieve the goals. The staff have developed particular skills to enhance the
whole school, in order to achieve educational goals set for the students. Each staff member has a deeper
understanding of the learning outcomes required of their students, how to maximise that learning
outcome and what reporting tool is necessary in order to account for lessons taught.
Working closely with Principals from other local schools to support my staff and their staff in professional
development, I have used my Instructional Leader to ensure that the learning outcomes of students in K-3 are in
line with the school goals. My leadership in the development of systems has been to ensure they are easily
transferable to other settings and they maintain high quality of teacher professional development. These systems
include individual action plans that are regularly reviewed by staff and executive staff, a mentoring program in
which staff assist each other at a peer level as well as regular lesson observations and peer teaching with
executive staff. Within the greater community, I have worked closely with Regional staff to develop a plan that
will improve teacher performances, ultimately resulting in improved student outcomes at my school and other
LMG schools. Together with other Principals, I have coordinated the annual LMG staff development day which has
included training in areas such as PBL, NVCI, Equity and the new syllabus.
Outcomes
There has been an open dialogue between all staff with the establishment of our Professional
Development calendar, extremely important due to the size of the staff and LMG and utilising the skills
and talents of each individual staff member. We have seen greater use of technology in classroom
practices and improved student outcomes in all KLAs; greater engagement and attendance at school and
increased dialogue between local schools and the sharing of resources.
As the chair of the LMG Principal Network meetings, I have coordinated LMG excursions involving up to five
schools. These excursions include an annual visit to The University of Newcastle, the annual NAIDOC week
celebrations, the bi-annual Canberra excursion for stage 3 students, the bi-annual Bathurst gold mine excursion
for stage 3 students and the annual stage 1-2 overnight camp. This LMG community of schools is also vital in
developing the professional skills of all teachers involved. I have coordinated the LMG, PBL network meetings,
coordinated and ran half-day Staff Development Day on specific LMG focus areas and ran regular LMG staff
meetings.
Ability to plan systems and manage resources effectively and equitably to enhance teaching and learning
Within my tenure at Teralba PS, I have established systems to ensure that all students at the school have access
to the best quality learning with the best possible resources, utilising technology to allow staff to quickly monitor
and access their students. These systems have included a professional development schedule for all staff, a new
roll marking system, centralised school calendar, the instalment of a new warning system to comply with WH&S
regulations and the training of staff in SMART. Each system in the school has been systematically and regularly
reviewed, with different teams of staff making recommendations to improve and I am currently involved in the
Business Intelligence program to improve school reporting and planning.
Outcomes
System improvement and resource management planning across the school has led to open dialogue
between staff members with improved knowledge of school systems (WHS, auditing requirements).
Student records are easily accessed, giving teachers and parents more accurate information, in an
efficient manner. Student rolls are marked faster with more time devoted to learning, with fewer
disruptions. We have greater accessibility to information with more dialogue between staff about
students of concern and have achieved greater diversity in lessons and classroom time with students
engaged for longer periods in quality lessons.
A demonstration of my ability to manage resources effectively to positive outcomes has been in working closely
with Hunter Health and Regional staff to develop a plan that will allow a student to attend my school with
significant health and learning concerns. This coordination has seen additional staff employed to resource the
inclusion as well as the opportunity for all students to embrace a student with special needs. The allocation of the
additional resources has also assisted other students with special needs, who do not qualify for additional
funding, to be supported in their learning.
Outcome
We have fostered greater support for all staff in professional development; different planning
opportunities for staff of students with special needs and improved social awareness for all students at
Teralba PS.
Establishing and improving on the budgeting system at Teralba PS has included the utilisation of staff roles and
responsibilities. Due to the size of the school I have also trained staff in basic budgeting, and auditing
requirements, helping them to understand and take greater responsibility in specific budgeting decisions. This
new budgeting system has allowed staff to plan significant TPL to go in line with the school plan, personal
development area and student needs.
Outcomes
Improved TPL for all staff, specific to their area of responsibility has been achieved, along with improved
school management systems with a satisfactory result in a DEC audit. Better spending of school funds,
with a specific focus on school goals has been achieved due to greater leadership capacity developed in
all staff.
I have a sound understanding of DEC policies and procedures and have used this knowledge to develop site
specific policies that allow for a safe school. This has allowed for improved systems of reporting and staff have a
significant input in the annual school report and the school plan.
Outcomes
All staff are involved in the WH&S committee, ensuring a safe work place. All staff have a better
understanding of DEC suspension policy and other welfare related policies. All staff understand the
‘complaints handling’ document and how to deal with any parental concerns.
Capacity to lead staff in implementing the Department’s Aboriginal education policies and to ensure quality
outcomes for Aboriginal people
I am the PPA Rep for Newcastle/Hunter State Aboriginal Education Council as well as the Lake Macquarie Rep on
the past RAECG. I liaise regularly with other Principals and have met regularly to write and implement the
Regional Aboriginal Education plan. On the organising committee for the Regional NAIDOC week service from
2011 until 2013, I have also completed the “Stronger Smarter” Aboriginal Leadership course.
Outcome
I have a greater understanding of the needs of Aboriginal students and the goals and targets set by the
Region. I have demonstrated an ability to write significant policy that affects all the schools in the region,
but is also easy to implement in one school. I am able to help my students, both Aboriginal and
non-Aboriginal experience different celebrations otherwise not afforded them.
Having taught in schools with a significant Aboriginal population I understand the variety of demands that can be
placed on families with Aboriginal students. As a result, my teaching program and the schools plan has been
sensitive to the cultural and social customs of these students. I consult regularly with the community in the
decisions that affect their children in order to get the best outcome for the school, family and individual students.
Outcomes
I have gained the respect of both students and parents and have often met with both to discuss the
educational needs of individual students. This is shown through improved student outcomes and
attendance of Aboriginal students. Aboriginal students in my school have equalled the educational
achievement of non-Aboriginal students. (Average growth 2013 Year 7 students grammar and
punctuation, 88.1 points and reading 81.1 points). This has been done through an inclusive and diverse
curriculum, differentiated teaching styles and high student expectations.
I have coordinated annual PLPs for all Aboriginal parents and students with 100% attendance of parents over the
past 3 years. This has helped parents become more involved with the education of their children and has also
helped open the dialogue between the community and the school.
Outcomes
An improved Aboriginal parent group has resulted, as well as improved Aboriginal student attendance,
results in national testing and support of the school and community.
My Bachelor of Arts (Aboriginal Studies) culminated in a research project on ‘The impact of the Aboriginal
Education Policy on staff teaching in a primary school’. This research project also allowed me to examine current
directions for the education of Aboriginal students and the teacher’s role in this education. Having undertaken a
Bachelor degree in Aboriginal studies, I have a better understanding of traditional and modern Aboriginal society
and the struggles faced by our Aboriginal students.
Outcomes
I have been able to address student’s educational, social and emotional needs whilst maintaining cultural
sensitivity. I am also sensitive to the barriers that have been faced by some Aboriginal families, and my
role as school Principal in helping people overcome them. I have empowered my staff in addressing
different issues and strengths that our Aboriginal students have.
